从"实验点"到"新生态":科学教育实验区建设的实践张力与协同机制创新OA

Science education serves as a critical foundation for building a leading country in education and fostering innovative talent.Based on field research in County P,H Province—a national science education experimental zone for primary and secondary schools—this study employs"practical tensions"as its analytical framework to systematically examine four key tensions emerging during the construction of the experimental zone:"high investment versus low transformation""specialization versus fragmentation""urban demonstration versus rural depletion"and"competency orientation versus lagging evaluation."These tensions are not mere implementation deviations but manifestations of structural contradictions between policy logic and practical logic,administrative promotion and professional autonomy,and resource allocation and genuine needs.Together,they constitute fundamental challenges in the evolution from isolated"pilot sites"to a cohesive"new ecosystem".The research argues that resolving these tensions cannot rely on piecemeal adjustments or additional resources alone.Instead,it requires systematic"collaborative mechanism innovation"at the county level,establishing governance mechanisms for resource integration and sharing,curriculum development support,teacher mobility and evaluation,and competency-based assessment linkage.Such innovation aims to reshape the collaborative relationships among multiple stakeholders,including the government,schools,society,and families,and ultimately drive the substantive transformation of science education toward a sustainable"new ecosystem".